Download Scheme of Work - Edexcel

Scheme of
Work
GCSE (9-1) Astronomy
Pearson Edexcel Level 1/Level 2 GCSE (9-1) in Astronomy (1AS0)
GCSE Astronomy Scheme of Work
Week 1
Specification
points
1.1
1.2
1.3 a-d
Topic 1 Planet Earth
1.1 The Earth’s structure
Exemplar activities
Exemplar resources


Find useful information in chapter 1
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Further useful information in chapter
3 of The Planets by Aderin-Pocock,
M. et al (DK).


Starter: Teacher shows images of the Earth showing its
many diverse surface features and asks the class to
share what they know about its shape, size and internal
structure.
Pupils study the shape and mean diameter of the Earth
(13 000 km).
Pupils study the Earth’s interior, its main divisions and
their properties (approximate size, state of matter,
temperature etc.):
o
o
o
o
© Pearson Education Ltd 2016
Maths
skills
2a
2b
Related practical
activities
crust
mantle
outer core
inner core.
1
GCSE Astronomy Scheme of Work
Week 2
Specification
points
1.4
1.5 a-h
Topic 1 Planet Earth
1.2 Latitude and longitude
Exemplar activities
Exemplar resources

Teacher demonstrates latitude and longitude on a globe
of the Earth.


Pupils use globes, maps and/or an atlas to study
latitude and longitude.
Find useful information in chapter 1
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Pupils learn that in addition to being simply lines on a
map, latitude and longitude are actually angles.

Model globes and atlases are
available from many retail outlets or
borrowed from the Geography
department.

Pupils study the main divisions of the Earth’s surface
that they will later use as astronomical reference
points, including:
o
o
o
o
o
o
o
o
2
Maths
skills
5a
5d
Related practical
activities
Equator
Tropic of Cancer
Tropic of Capricorn
Arctic Circle
Antarctic Circle
Prime Meridian
North Pole
South Pole.

Pupils complete worksheet locating major cities on
Earth from their latitude and longitudes and vice versa.

Plenary: Pupils consolidate their knowledge and
understanding of latitude and longitude with the aid of
flashcards or other short worksheet.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week 3
Topic 1 Planet Earth
1.3 The Earth’s atmosphere
Specification
points
Exemplar activities
Exemplar resources


Stellarium can be downloaded
free-of-charge from:
http://www.stellarium.org/en_GB

Find useful information in chapter
1 of GCSE Astronomy – A Guide
for Pupils and Teachers (5th ed.)
by Marshall, N. (Mickledore).

Further useful information in
chapter 3 of The Planets by
Aderin-Pocock, M. et al (DK).

Information on The Commission
for Dark Skies can be found at:
http://www.britastro.org/darkskies/

Information on Dark Sky Parks in
the UK can be found at:
http://www.darkskydiscovery.org
.uk/dark-sky-discoverysites/map.html
1.6
6.6
Teacher uses Stellarium software to
demonstrate effects of the Earth’s atmosphere
on astronomical observations, including:
o
o
sky colour (daytime and sunset/rise)
skyglow (light pollution).

Pupils study the major sources and causes of
light pollution.

Pupils study the locations and purposes of Dark
Sky Parks.

Pupils study seeing conditions and the reasons
why stars ‘twinkle’.
© Pearson Education Ltd 2016
Maths
skills
Related practical activities

Observational tasks A5
and B5: Study the
astronomical effects of light
pollution by observing the
faintest stars that are
visible either with the naked
eye (A5) or on photographs
(B5).
3
GCSE Astronomy Scheme of Work
Week 4
Specification
points
6.1 a-l
5.7
Topic 6 Celestial observation
6.1 The night sky
Exemplar activities
Exemplar resources


Find useful information in
chapter 2 of GCSE Astronomy –
A Guide for Pupils and
Teachers (5th ed.) by Marshall,
N. (Mickledore).

http://spaceweather.com/ has
up-to-date information on the
visibility of meteor showers
and aurorae.

Stellarium can be downloaded
free-of-charge from:
http://www.stellarium.org/en_
GB/

Philip’s Star Chart can be
purchased from many retail
outlets or online.
Teacher demonstrates planetarium
software such as Stellarium to the class,
pointing out the types of objects found in
the night sky (suggest ‘slow’ speed so that
pupils can see the apparent east-west
movement of the sky), including:
o
o
o
o
o
o
o

Pupils study further objects in the night
sky:
o
o
o
o
o

4
the Sun
the Moon
stars
star clusters
nebulae
galaxies
planets.
meteors
aurorae
supernovae
artificial satellites
aircraft.
Maths
skills
Related practical activities

Observational tasks A2 and B2:
Find the radiant point of a meteor
shower using naked-eye drawings
(A2) or photographs (B2).

Observe the night sky and identify
celestial objects such as planets,
double stars (e.g. in the handle of
the Plough), nebulae (e.g. Orion
Nebula), clusters (e.g. the Pleiades),
aircraft and artificial satellites.
Pupils study the causes of meteors and
showers, and complete worksheet showing
part of the night sky and meteor trails;
pupils extend the trails to determine the
location of the radiant point.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week 5
Specification
points
6.2 a-g
6.3
6.4
Topic 6 Celestial observation
6.2 Stars and constellations
Exemplar activities
Exemplar resources


Find useful information in
chapter 2 of GCSE
Astronomy – A Guide for
Pupils and Teachers (5th
ed.) by Marshall, N.
(Mickledore).

Astronomy Now and BBC
Sky at Night monthly
magazines are available
at retail outlets or on
subscription.
Pupils use Stellarium or other resources such
as star charts in recent BBC Sky at Night or
Astronomy Now magazines to study
constellations and asterisms, including:
o
o
o
o
o
o
o

Related practical activities

Observe the night sky and identify:
Cassiopeia, Cygnus, Orion, The
Plough, Southern Cross (from the
southern hemisphere), Summer
Triangle and Square of Pegasus.

Observe the night sky and use
pointers to locate Arcturus and
Polaris, Sirius, Aldebaran and the
Pleiades, and Fomalhaut and the
Andromeda galaxy.
Pupils study how pointers in some asterisms
can be used to locate:
o
o
o

Cassiopeia
Cygnus
Orion
The Plough
Southern Cross (NB southern
hemisphere)
Summer Triangle
Square of Pegasus.
Maths
skills
Arcturus and Polaris from The Plough
Sirius, Aldebaran and the Pleiades from
Orion’s Belt
Fomalhaut and the Andromeda galaxy
from the Square of Pegasus.
Pupils study constellations, asterisms and star
names among different cultures.
© Pearson Education Ltd 2016
5
GCSE Astronomy Scheme of Work
Week 6
Specification
points
6.7 a-c
6.8
Topic 6 Celestial observation
6.3 The celestial sphere
Exemplar activities
Exemplar resources

Starter: Teacher recaps latitude and longitude on Earth
(using short true/false worksheet) and asks the class to
think about whether a similar system for stars might be
useful. Discussion.

Find useful information in chapter 2
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Pupils study the terms:

Further useful information in chapter
3 of The Universe by Rees, M. et al
(DK).

Philip’s Star Chart can be purchased
from many retail outlets or online.

Astronomy Now and BBC Sky at
Night monthly magazines are
available at retail outlets or on
subscription.
o
o
o

6
celestial sphere
celestial poles
celestial equator.
Pupils study the equatorial coordinate system involving
right ascension and declination.

Pupils are given names of common bright stars and
practise finding their RA and dec with the aid of star
charts etc.

Conversely, pupils practise identifying stars on star
charts etc. given their RA and dec coordinates.
Maths
skills
5a
5b
5c
Related practical
activities
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week 7
Topic 6 Celestial observation
6.4 Coordinate systems
Specification
points
Exemplar activities
Exemplar resources

Starter: Teacher-led
discussion about the need for
a coordinate system based
on the observer’s location.

Find useful information in chapter 2 of GCSE Astronomy
– A Guide for Pupils and Teachers (5th ed.) by Marshall,
N. (Mickledore).

Teacher demonstrates the
horizontal coordinate system
(altitude and azimuth) using
Stellarium or similar
planetarium software.

Information regarding the visibility of the ISS from a
given location can be obtained from:
https://spotthestation.nasa.gov/

Simple clinometers can be made with protractors and
drinking straws. This YouTube video shows how:
https://www.youtube.com/watch?v=gWMgf0XpGF4

An excellent article on horizontal coordinates can be
found at:
http://www.astronomynotes.com/nakedeye/s6.htm
6.9
6.10

Pupils use clinometers and
compasses to estimate the
altitude and azimuth of
objects in or around the
school grounds.

Pupils study how an
observer’s latitude links the
equatorial and horizontal
coordinates for an object on
the observer’s meridian.

Pupils practise this link by
completing worksheets
relating latitude, declination
and altitude.
© Pearson Education Ltd 2016
Maths
skills
1a
4a
5a
5b
5c
Related practical
activities

Observe the
International Space
Station (ISS): use
internet data to
discover the rising and
setting times and
azimuths, maximum
altitude etc. and use
these to predict the
passage of the ISS and
assess the accuracy of
these predictions.

Observe bright stars
with the naked eye
and estimate their
altitudes and
azimuths; use a
clinometer and
magnetic compass to
assess the accuracy of
the estimates.
7
GCSE Astronomy Scheme of Work
Week 8
Specification
points
6.11
6.12 a-b
6.13 a-e
6.14
Topic 6 Celestial observation
6.5 Diurnal motion
Exemplar activities
Exemplar resources

Starter: Teacher demonstrates diurnal
motion using Stellarium or similar
planetarium software set onto ‘slow’
rotation speed. Class discussion as to
whether it is the sky rotating or the Earth.

Find useful information in chapter 2
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Pupils study (in relation to astronomical
observations):

Further useful information in
chapter 3 of The Universe by Rees,
M. et al (DK).

Stellarium can be downloaded freeof-charge from:
http://www.stellarium.org/en_GB/
o
o
o
o
o

Pupils study local sidereal time.

Pupils study the link between local
sidereal time and hour angle.

Pupils use software or star charts to
determine:
o
o
8
cardinal points
culmination
meridian
zenith
circumpolarity.
Maths
skills
1a
4a
5a
5b
5c
Related practical activities

Observe the diurnal motion
of stars as they culminate
in the night sky; use right
ascension data to predict
the times at which nearby
eastward stars will
culminate.
the best time to observe a
particular celestial object
the best celestial objects to
observe at a particular time.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week 9
Specification
points
6.15
6.16
6.17
6.18
Topic 6 Celestial observation
6.6 Circumpolar stars
Exemplar activities
Exemplar resources

Teacher demonstrates the link between the
altitude of Polaris and an observer’s
latitude (this assumes the declination of
Polaris is +90°).


Teacher asks the class to consider the
factors that might determine whether or
not a star will rise and set (whether or not
it will be circumpolar).
Find useful information
in chapter 2 of GCSE
Astronomy – A Guide for
Pupils and Teachers (5th
ed.) by Marshall, N.
(Mickledore).

Further useful
information in chapter 3
of The Universe by Rees,
M. et al (DK).

Pupils study the apparent motion of
circumpolar stars, including:
o
o
Related practical activities

Determine (approximate) latitude by
making a series of measurements of
the elevation of Polaris using a
clinometer and taking the mean of the
measurements.
upper transit (culmination)
lower transit.

Pupils practise numerical questions
involving circumpolar stars.

Pupils study how information on rising and
setting times of stars can be used to
predict their approximate positions in the
sky.
© Pearson Education Ltd 2016
Maths
skills
1c
4a
5a
5b
5c
9
GCSE Astronomy Scheme of Work
Week
10
Specification
points
6.5
6.19
6.20 a-d
Topic 6 Celestial observation
6.7 Practical observing
Exemplar activities
Exemplar resources

Starter: Teacher asks pupils to write down a list of
resources that could be used to identify objects in
the night sky. Class discussion.


Pupils study resources and discuss good/bad
features of each one, including:
Find useful information in
chapter 2 of GCSE Astronomy –
A Guide for Pupils and Teachers
(5th ed.) by Marshall, N.
(Mickledore).

Further useful information in
chapter 3 of The Universe by
Rees, M. et al (DK).
o
o
o
o

10
dark adaptation
averted vision.
Pupils study the factors that affect visibility,
including:
o
o
o
o

Related practical
activities
 In groups, pupils plan a
naked-eye observing
session using a variety of
resources, selecting the
best celestial objects to
observe for a given date
and time.
Pupils study naked-eye techniques, including:
o
o

star charts
planispheres
computer software
apps such as Sky Map or Google Sky.
Maths
skills
rising and setting times
seeing conditions
weather conditions
landscape.
In groups, pupils plan a naked-eye observing
session (see Related practical activities).
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
11
Specification
points
2.1
2.2
2.3 a-e
2.4 a-e
2.5 a-g
Topic 2 The lunar disc
2.1 Surface features of the Moon
Exemplar activities

Starter: Teacher displays a lunar chart showing
the near side and major features. Discussion
about the differences with respect to Earth.

Pupils study the shape and mean diameter (3500
km) of the Moon.

Pupils study the appearance, structure and origin
of lunar features, including:
o
o
o
o
o
maria
terrae
craters
mountains
valleys.

Pupils suggest features that are not strictly
visible with the naked eye but that could be
clearly resolved using binoculars or a small
telescope.

Pupils identify and study:
o
o
o
o
o
o
o
© Pearson Education Ltd 2016
Exemplar resources

Find useful information in
chapter 3 of GCSE Astronomy –
A Guide for Pupils and Teachers
(5th ed.) by Marshall, N.
(Mickledore).

Further useful information in
chapter 3 of The Planets by
Aderin-Pocock, M. et al (DK).

An interactive Moon map can be
found at:
http://www.scientificpsychic.co
m/etc/moonmap/moonmap.html

Charts of the Moon can be
obtained from specialist retail
outlets.
Maths
skills
1a
1b
2f
Related practical
activities
 Observational tasks
A1 and B1:
Demonstrate the
changing appearance
of lunar features by
using a series of
naked-eye drawings
(A1) or telescopic
drawings or
photographs (B1).

Observe the Moon with
binoculars or a
telescope to locate the
Seas of Tranquillity
and Crises, Ocean of
Storms, Tycho,
Copernicus and Kepler
craters and the
Apennine mountain
range.
Sea of Tranquillity
Ocean of Storms
Sea of Crises
Tycho crater
Copernicus crater
Kepler crater
Apennine mountain range.
11
GCSE Astronomy Scheme of Work
Week
12
Specification
points
2.6
2.7
2.8
12
Topic 2 The lunar disc
2.2 The Moon’s orbit
Exemplar activities
Exemplar resources

Starter: Teacher asks the pupils to write
down how long it takes the Moon to orbit the
Earth once. Expected answers: 1 month; 28
days.

Find useful information in chapter 3 of GCSE
Astronomy – A Guide for Pupils and Teachers (5th
ed.) by Marshall, N. (Mickledore).

Pupils study this more precisely: both the
rotation and revolution (orbital) periods of
the Moon are 27.3 days.

Further useful information in chapter 3 of The
Planets by Aderin-Pocock, M. et al (DK).

An excellent video showing the lunar phase cycle
and how the Moon ‘wobbles’ can be seen in this
short NASA clip:
https://www.youtube.com/watch?v=3f_21N3wcX8

Pupils study how this synchronous nature of
the Moon’s orbit has developed.

Pupils study the causes of lunar libration and
its effects on the visibility of the lunar disc.

Extension work: Teacher might show NASA
video clip - see Exemplar resources - and ask
the pupils to think about where the Moon
would be placed in the sky (e.g. close to the
western horizon) at its different phases; this
could lead to a discussion about different
types of libration.
Maths
skills
Related
practical
activities
1a
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
13
Specification
points
9.1
9.2
9.3
9.4
11.30
Topic 9 Exploring the Moon
9.1 Exploration of the Moon
Exemplar activities
Exemplar resources

Starter: teacher reminds pupils of the Earth’s internal
structure and asks whether they think the Moon might
have similar layers.

Find useful information in chapter 4 of
GCSE Astronomy – A Guide for Pupils
and Teachers (5th ed.) by Marshall, N.
(Mickledore).

Pupils study the internal divisions of the Moon and
compare them with Earth.


Pupils study the Moon’s far side and write down major
differences from the near side.
Further useful information in chapter 3
of The Planets by Aderin-Pocock, M. et
al (DK).

Pupils study how information about the Moon’s far side
has been gathered; in particular they might study:

STFC offer a loan scheme in which
schools can borrow samples of lunar
rocks and meteorites free of charge.
http://www.stfc.ac.uk/publicengagement/borrow-the-moon/

An article on the achievements of Luna
3 can be found at:
http://www.wired.com/2011/10/1007l
una-3-photos-dark-side-moon/
o
o
o

The Soviet Union’s Luna 3 space probe
(unmanned)
The manned Apollo missions
More recent unmanned space probes e.g.
NASA’s Lunar Reconnaissance Orbiter.
Maths
skills
Related practical
activities
Pupils research and make presentations of the Apollo
programme to land astronauts on the Moon and return
them safely to Earth.
© Pearson Education Ltd 2016
13
GCSE Astronomy Scheme of Work
Week
14
Specification
points
9.5
Topic 9 Exploring the Moon
9.2 Origin of the Moon
Exemplar activities
Exemplar resources

Pupils undertake research to discover the likely origin
of the Moon (Giant Impact Hypothesis).


Pupils research alternative theories, including:
Find useful information in chapter 4 of
GCSE Astronomy – A Guide for Pupils
and Teachers (5th ed.) by Marshall, N.
(Mickledore).

An excellent feature (with plenty of
good science) by the US Planetary
Science Institute on the origin of the
Moon (and alternative theories) can be
found at:
https://www.psi.edu/epo/moon/moon.h
tml
o
o
14
Capture Theory
Co-accretion Theory.
Maths
skills
Related practical
activities
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
15
Specification
points
11.1 a-c
11.6 a-f
Topic 11 Exploring the Solar System
11.1 Planets and dwarf planets
Exemplar activities
Exemplar resources

Starter: Pupils are asked to write down the names
of all the planets and dwarf planets that they know.
Discussion of difference between planets and dwarf
planets.

Find useful information in chapter 5
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Pupils study the location of planets and dwarf
planets.

Further useful information in
chapters 3 and 4 of The Planets by
Aderin-Pocock, M. et al (DK).

Pupils study the principal characteristics of the
planets (as given in the Data Sheet in the
specification). The astronomical unit could be
introduced here. Characteristics include:
o
o
o
o
o
o
Related practical
activities
relative size
relative mass
surface temperature
atmospheric conditions
presence of satellites
presence of ring systems.

Pupils study the location and nature of other bodies
in the Solar System (SSSOs – Small Solar System
Objects) such as asteroids, meteoroids and comets.

Pupils complete worksheets on relative and actual
sizes of planets (using the Earth’s diameter as a
reference), and converting distances in AU into
kilometres, paying attention to appropriate numbers
of significant figures.
© Pearson Education Ltd 2016
Maths
skills
2a
2c
4b
15
GCSE Astronomy Scheme of Work
Week
16
Specification
points
11.2
11.3
11.4
11.5
11.13
Topic 11 Exploring the Solar System
11.2 Comets
Exemplar activities
Exemplar resources

Starter: Teacher asks pupils to write down facts they know
about comets. Discussion.


Pupils study the structure of comets, including:
Find useful information in chapter 5 of
GCSE Astronomy – A Guide for Pupils
and Teachers (5th ed.) by Marshall,
N. (Mickledore).

Further useful information in chapter
5 of The Planets by Aderin-Pocock, M.
et al (DK).

The latest information on Rosetta and
the analysis of data returned from the
Philae lander can be found at:
http://rosetta.esa.int/

An informative National Geographic
article on asteroids and comets can
be found at:
http://science.nationalgeographic.co
m/science/space/solarsystem/asteroids-comets-article/
o
o
o
16
nucleus
coma
tails.

Pupils study the difference in orbits between short- and
long-period comets.

Pupils study the likely origins of short- and long-period
comets.

Pupils study the location and nature of the Kuiper Belt, Oort
Cloud and heliosphere.

Pupils study the main theories of the origin of water on
Earth.
Maths
skills
Related
practical
activities
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
17
Specification
points
11.10
Topic 11 Exploring the Solar System
11.3 Meteoroids and meteorites
Exemplar activities
Exemplar resources

Pupils study samples of meteorites and their likely
origins.


Pupils study meteoroids and distinguish between them
and meteorites.
Find useful information in chapter 5
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).


Revision: Pupils could take the opportunity to explain
how meteoroids produce meteors.
STFC offer a loan scheme in which
schools can borrow samples of lunar
rocks and meteorites free of charge.
http://www.stfc.ac.uk/publicengagement/borrow-the-moon/

Further information about
meteorites, including a list of reliable
sources from which meteorites can
be purchased, can be found at:
http://www.meteorite.com/
© Pearson Education Ltd 2016
Maths
skills
Related practical
activities
17
GCSE Astronomy Scheme of Work
Week
18
Specification
points
11.8
11.9
11.11
11.12
18
Topic 11 Exploring the Solar System
11.4 The size of the Solar System
Exemplar activities
Exemplar resources

Starter: Short worksheet on distances within the
Solar System, converting AU to kilometres (and vice
versa) and using an appropriate number of
significant figures.

Find useful information in chapter 5 of
GCSE Astronomy – A Guide for Pupils and
Teachers (5th ed.) by Marshall, N.
(Mickledore).

Pupils study the astronomical unit and other units of
distance used by astronomers: light year (l.y.) and
parsec (pc).


Pupils study the orbital motion of the planets around
the Sun in the same sense and in roughly the same
plane, close to the plane of the Earth’s orbit (the
ecliptic).
An informative article of the transits of
Venus and the ingenious idea of Edmond
Halley can be found at:
http://www.skyandtelescope.com/astrono
my-news/observing-news/transits-ofvenus-in-history-1631-1716/

Pupils study transits of Venus and how Edmond
Halley’s proposal allowed the value of the
astronomical unit and thus the absolute size of the
Solar System to be determined.
Maths
skills
2c
5a
5b
Related practical
activities
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
19
Specification
points
11.14
11.15
11.16
11.17
11.18 a-d
Topic 11 Exploring the Solar System
11.5 Optical telescopes 1
Exemplar activities
Exemplar resources


Find useful information in chapter 5
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Further useful information in chapter
3 of The Universe by Rees, M. et al
(DK).

STFC publish a free A2-sized poster
Big Telescopes; further information
at www.stfc.ac.uk/bigtelescopes
Starter: Teacher demonstrates the basic optical
components in refracting and reflecting telescopes. The
teacher asks the class to suggest why astronomers use
telescopes. Responses might include magnification, and
the teacher might explain why this is not the prime
consideration.

Pupils study the limitations of the human eye.

Pupils study the optical elements of refracting and
reflecting telescopes in further detail, and study the
basic designs of:
o
o
o
o
© Pearson Education Ltd 2016
Maths
skills
Related practical
activities
Keplerian refracting telescope
Galilean refracting telescope
Newtonian reflecting telescope
Cassegrain reflecting telescope.
19
GCSE Astronomy Scheme of Work
Week
20
Specification
points
11.19
11.20
11.21
11.22
11.23
11.25 a-d
13.34 a-g
Topic 11 Exploring the Solar System
11.6 Optical telescopes 2
Exemplar activities
Exemplar resources

Pupils study the ‘light grasp’ of a telescope and how
it relates to the telescope’s aperture (diameter of the
objective element).

Find useful information in chapter 5 of
GCSE Astronomy – A Guide for Pupils and
Teachers (5th ed.) by Marshall, N.
(Mickledore).

Pupils study the field of view of a telescope,
measured in degrees or arcmin.


Pupils study the resolution of a telescope and that it
is:
STFC publish a free A2-sized poster Big
Telescopes; further information at
www.stfc.ac.uk/bigtelescopes

Information on robotic telescopes that
are available for use by schools can be
obtained at:
www.schoolsobservatory.org.uk
www.faulkes-telescope.com
www.telescope.org.

The monthly magazines Astronomy Now
and BBC Sky at Night often contain
telescope advertisements.
o
o

Pupils study and practise using the formula for the
magnification of a telescope.

Pupils study the advantages of reflecting telescopes
over refracting telescopes, in terms of:
o
o
o
o
20
proportional to the diameter of the objective
element
reduced by observing at a longer wavelength
(IR and radio).
Maths
skills
1c
1e
3a
3b
3c
3d
5a
5b
5c
Related practical
activities
 Plan an
observing
session using
one of the
robotic
telescopes
available to
schools. The
plan could
include: date,
times, objects
to be viewed,
exposure times
etc.
chromatic aberration
very long focal lengths
large aperture objectives
use of multiple mirrors.

Pupils study how viewing celestial objects with a
telescope alters their appearance.

Extension: Pupils could research key features and
costs of telescopes (on, say, a budget of £1500),
recommending a particular telescope to the class.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
21
Specification
points
11.26 a-d
11.27 a-d
11.28
11.29
Topic 11 Exploring the Solar System
11.7 Space probes
Exemplar activities
Exemplar resources

Starter: Teacher asks pupils to write down the
names of 10 different space missions.
Discussion.

Find useful information in chapter 5 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Pupils study the major types of space probe,
comparing the advantages and disadvantages of
each type:

Further useful information in chapters 3 and 4
of The Planets by Aderin-Pocock, M. et al (DK).

Both the ESA and NASA websites are full of
information on space probes:
http://www.esa.int/ESA/Our_Missions and
http://www.jpl.nasa.gov/missions/
o
o
o
o
fly-by (including New Horizons)
orbiter (including Juno, Dawn)
impactor (including Deep Impact)
lander (including Philae).

Pupils research one example of each type of
space probe and its major discoveries.

Pupils study the concept of the Earth’s escape
velocity and that the energy requirements can
only be met using rockets.

Plenary: general discussion on the advantages
and disadvantages of direct observation through
the use of manned space missions.
© Pearson Education Ltd 2016
Maths
skills
Related
practical
activities
21
GCSE Astronomy Scheme of Work
Week
22
Specification
points
5.3
5.4
5.5
5.8 a-e
Topic 5 Solar System observation
5.1 Observing the planets
Exemplar activities
Exemplar resources


Find useful information in chapter
6 of GCSE Astronomy – A Guide
for Pupils and Teachers (5th ed.)
by Marshall, N. (Mickledore).

Further useful information in
chapter 3 of The Universe by
Rees, M. et al (DK).

An informative, well-illustrated
account of the retrograde motion
of planets can be found at:
http://www.polaris.iastate.edu/Ev
eningStar/Unit1/unit1_sub3.htm
Starter: Teacher asks the pupils to think
about the apparent motion of the planets in
the night sky - are they ‘fixed’ or do they
‘wander’? Class discussion about the reasons
for this and why the orbital motion of
planets confines them to a narrow Zodiacal
Band.

Pupils collect positional data for a superior
planet over several months and plot its
position on a prepared start chart; pupils
study how the gradual west-east motion is
interrupted by stationary points and
retrograde motion.

Pupils study the reasons for the apparent
retrograde motion of the planets.

Pupils discuss what the apparent motion of
an inferior planet might be; pupils study key
terms associated with planetary orbits:
o
o
o
o
o
22
Maths
skills
2c
4a
5a
Related practical activities

Observe the position of a
superior planet (e.g.
Mars or Jupiter) over a
period of several
months; plot its position
on a star chart to
demonstrate the planet’s
retrograde motion.
conjunction (superior and inferior)
opposition
elongation
transit (across the solar disc)
occultation.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
23
Specification
points
5.2
5.6
Topic 5 Solar System observation
5.2 The apparent motion of the Sun
Exemplar activities
Exemplar resources

Starter: Teacher asks pupils to consider the
apparent motion of the Sun during the course of
one year. How might this be represented on the
celestial sphere? Discussion.

Find useful information in chapter 6 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Pupils study the meaning(s) of the term ecliptic.

Further useful information in chapter 3 of The
Universe by Rees, M. et al (DK).

Pupils use positional data for the Sun for a period
of one year to plot its position of a prepared chart.


Pupils locate the First Point of Aries and the First
Point of Libra and study their astronomical and
terrestrial significances.
An informative article and chart from which
teachers could obtain RA and dec positions for
the Sun during one year can be found at:
http://www.physicalgeography.net/fundament
als/6h.html

Plenary: Pupils complete worksheet on the
apparent motion of the Sun, seasons, equinoxes
and solstices.
© Pearson Education Ltd 2016
Maths
skills
Related
practical
activities
23
GCSE Astronomy Scheme of Work
Week
24
Specification
points
7.1 a-d
7.2
Topic 7 Early models of the Solar System
7.1 Solar and lunar cycles
Exemplar activities
Exemplar resources


Find useful information in chapter 7 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Further useful information in chapter 3 of The
Universe by Rees, M. et al (DK).

An excellent article on precession can be found
at:
http://www.astronomynotes.com/nakedeye/s6.
htm
Pupils research how detailed observations of
lunar and solar cycles by ancient civilisations
around the world gave rise to:
o
o
o
o

24
agricultural systems
religious systems
time and calendar systems
alignment of ancient monuments.
Pupils study why precession of the Earth’s axis
has caused the current celestial alignment of
ancient monuments to differ from their original
celestial alignment.
Maths
skills
Related
practical
activities
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
25
Specification
points
7.3
7.4
8.1
8.2
11.24
7.5
Topic 7 Early models of the Solar System
7.2 Models of the Solar System
Exemplar activities
Exemplar resources

Pupils study early geocentric (Earth-centred)
models of the Solar System, including the need
for epicycles (as described by Ptolemy) to account
for the retrograde motion of the planets.

Find useful information in chapter 7 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).


Pupils study the detailed observational work of
Tycho Brahe and how this contributed to the
transition from a geocentric to a heliocentric (Suncentred) model.
Information on the life, times and
achievements of Tycho Brahe can be found
at: http://www.tychobrahe.com/en/

Information on the life, times and
achievements of Nicolaus Copernicus can be
found at:
http://www.bbc.co.uk/history/historic_figure
s/copernicus.shtml

Information on the life, times and
achievements of Johannes Kepler can be
found at:
http://kepler.nasa.gov/Mission/JohannesKepl
er/

Information on the life, times and
achievements of Galileo can be found at:
http://solar-center.stanford.edu/galileo/

Pupils study the contribution of the mathematical
modelling of Copernicus and Kepler in the
transition from a geocentric to a heliocentric
model.

Pupils study the early telescopic observations
made by Galileo and how these contributed to
establishing a heliocentric model of the Solar
System.

Revision: Pupils complete worksheets on sizes and
distances within the Solar System (including
conversion of km into AU and vice versa, order-ofmagnitude calculations and the use of an
appropriate number of significant figures).
© Pearson Education Ltd 2016
Maths
skills
Related
practical
activities
2c
2f
25
GCSE Astronomy Scheme of Work
Week
26
Specification
points
8.3
8.4
8.5
Topic 8 Planetary motion and gravity
8.1 Orbits and Kepler’s first and second laws
Exemplar activities
Exemplar resources

Starter: Teacher demonstrates ‘Newton’s cannon’
thought experiment, explaining the role of gravity in
creating stable orbits.

Find useful information in chapter 8 of
GCSE Astronomy – A Guide for Pupils and
Teachers (5th ed.) by Marshall, N.
(Mickledore).

Pupils study Kepler’s first law of planetary motion,
drawing ellipses with the aid of string and drawing pins
on an A3 sheet of card or paper.

Further useful information in chapter 1 of
The Universe by Rees, M. et al (DK).

An interactive ‘Newton’s cannon’
animation can be found at:
http://waowen.screaming.net/revision/for
ce&motion/ncananim.htm

Information on the life, times and
achievements of Johannes Kepler can be
found at:
http://kepler.nasa.gov/Mission/JohannesK
epler/

Pupils study the terminology for minimum and maximum
distances from the primary:
o
o
26
aphelion and perihelion for solar orbits
apogee and perigee for Earth orbits.

Pupils study Kepler’s second law and use it to explain the
change of speed in the secondary body during one orbit.

Plenary: Pupils complete worksheets on Kepler’s first and
second laws.
Maths
skills
Related
practical
activities
4a
5a
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
27
Specification
points
8.6
8.7
Topic 8 Planetary motion and gravity
8.2 Kepler’s third law
Exemplar activities
Exemplar resources

Starter: Quick quiz on Kepler’s first and second
laws and associated terminology.

Find useful information in chapter 8 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Pupils study Kepler’s third law of planetary
motion.


Pupils practise questions using the appropriate
formulae for:
The Data Sheet at the rear of the specification
gives data on orbital periods and mean distances
from planets to the Sun.

A wealth of information about Earth-orbiting
satellites, with some data that teachers could
use in worksheets, can be found at:
http://earthobservatory.nasa.gov/Features/Orbit
sCatalog/
o
o
o
planetary orbits around the Sun
orbits of moons around planets
orbits of artificial satellites around Earth.

Pupils study Kepler’s third law in more detail, in
particular that ‘the constant’ relates to the
inverse of the mass of the primary body.

Pupils practise challenging calculations involving
the mass of the primary body, orbital periods
and mean orbit radii.
© Pearson Education Ltd 2016
Maths
skills
Related
practical
activities
1c
1e
3b
3c
3d
4b
27
GCSE Astronomy Scheme of Work
Week
28
Specification
points
8.8
8.9
Topic 8 Planetary motion and gravity
8.3 Gravitation
Exemplar activities
Exemplar resources


Find useful information in chapter 8 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Further useful information in chapter 1 of The
Universe by Rees, M. et al (DK).

The Physics Classroom website gives a good
account of the inverse-square nature of
gravitational forces:
http://www.physicsclassroom.com/class/circles/
Lesson-3/Newton-s-Law-of-UniversalGravitation
Pupils study Newton’s law of universal
gravitation, understanding that the gravitational
force between two bodies:
o
o

28
is proportional to the product of their
masses
is inversely proportional to the square of
their separation.
Pupils study how Newton’s law of universal
gravitation can be used to explain Kepler’s laws.
Maths
skills
Related
practical
activities
1c
1e
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
29
Specification
points
5.1
10.1 a-b
10.6
10.7
10.8
Topic 10 Solar astronomy
10.1 Observing the Sun
Exemplar activities
Exemplar resources

Starter: Pupils are asked to
write down reasons why it
might be dangerous to look at
the Sun directly; discussion.

Find useful information in chapter 9 of GCSE
Astronomy – A Guide for Pupils and Teachers (5th
ed.) by Marshall, N. (Mickledore).

Teacher demonstrates how a
simple pinhole camera and
telescopic or binocular
projection allows safe solar
viewing.

Further useful information in chapter 2 of The Planets
by Aderin-Pocock, M. et al (DK).

STFC publish a free A2-sized poster The Sun:
http://www.stfc.ac.uk/public-engagement/forschools/

Pupils study the structure,
origin and evolution of
sunspots.

Pupils use data on the number
of sunspots against year to
determine the length of the
solar cycle.

Pupils obtain (see
observational tasks A6 and
B6) sunspot data to
determine the mean solar
rotation period.
© Pearson Education Ltd 2016

NASA produce a pdf on how to observe the Sun
safely; this can be downloaded from:
http://pwg.gsfc.nasa.gov/istp/outreach/sunobserve1.
pdf

Try also Sky at Night magazine’s:
http://www.skyatnightmagazine.com/feature/howguide/how-observe-sun-safely

Current SOHO images of the Sun, with sunspot data
can be obtained at:
http://sohowww.nascom.nasa.gov/sunspots/

Data for the solar cycle can be obtained at:
http://solarscience.msfc.nasa.gov/SunspotCycle.shtml
Maths
skills
1c
2b
4a
5a
5b
Related practical activities

Observational tasks A6
and B6: Estimate the
rotation period of the Sun
by observing sunspots
with the aid of a series of
pinhole camera (A6) or
telescopic (B6)
projections.

Observe the Sun safely
using telescopic projection
with a light-baffle or using
an H-alpha filter.
29
GCSE Astronomy Scheme of Work
Week
30
Specification
points
10.2 a-d
10.3
10.4
30
Topic 10 Solar astronomy
10.2 The Sun’s interior
Exemplar activities
Exemplar resources

Starter: Pupils are asked to think about the Earth and
Moon having internal structures - might the Sun also
have internal divisions?

Find useful information in chapter 9
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Pupils study the Sun’s core, radiative zone, convective
zone and photosphere.


Wacky fact: The Sun loses 4 million tonnes of mass
every second.
Further useful information in chapter
2 of The Planets by Aderin-Pocock,
M. et al (DK).


Pupils explore the thermonuclear fusion reactions in the
Sun’s core and produce posters showing the protonproton cycle either in terms of particles or using
chemical notation.
http://www.suntrek.org/ is an
excellent website full of resources for
schools.
Maths
skills
Related practical
activities
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
31
Specification
points
10.5
Topic 10 Solar astronomy
10.3 The Sun’s atmosphere
Exemplar activities
Exemplar resources

Pupils research the internet to discover the
temperature and relative densities of the Sun’s
chromosphere and corona.

Find useful information in chapter 9
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Discussion on why the Sun’s corona might be so hot (2
million K).

Further useful information in chapter
2 of The Planets by Aderin-Pocock,
M. et al (DK).

For further information about the Sun
and its interactions with Earth, visit
http://www.suntrek.org/.
© Pearson Education Ltd 2016
Maths
skills
Related practical
activities
31
GCSE Astronomy Scheme of Work
Week
32
Specification
points
10.10
10.11 a-d
10.12
Topic 10 Solar astronomy
10.4 The solar wind
Exemplar activities
Exemplar resources

Starter: Pupils are asked to think and write down
the different ways in which they think the Sun
affects the Earth. Obvious responses might include
heat, light, energy etc.

Find useful information in chapter 9 of
GCSE Astronomy – A Guide for Pupils and
Teachers (5th ed.) by Marshall, N.
(Mickledore).

Teacher leads discussion towards the emission of
charged particles from the Sun - the solar wind.


Pupils study the nature, composition and origin of
the solar wind.
Information on the solar wind and
Sun-Earth interactions can be found at:
http://spaceweather.com/ and
http://www.suntrek.org/

Pupils study the principal effects of the solar wind:

Further information on the Earth’s
magnetosphere can be obtained at:
o
o
o
o

32
aurorae
cometary tails
geomagnetic storms
effects on satellites, aircraft travel and
manned spaceflight missions.
Maths
skills
Related
practical
activities
http://www.swpc.noaa.gov/phenomena/ear
ths-magnetosphere
Pupils study the shape and location of the Earth’s
magnetosphere and Van Allen Belts.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
33
Specification
points
3.8
3.9
3.10
Topic 3 The Earth-Sun-Moon system
3.1 Eclipses
Exemplar activities
Exemplar resources

Starter: Pupils are shown video clips of
lunar and solar eclipses. General discussion
about what is being observed and why
eclipses occur.

Find useful information in chapter 10 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Pupils study the appearance of the Sun
during partial, annular and total solar
eclipses, including the terms:

Further useful information in chapter 3 of The
Planets by Aderin-Pocock, M. et al (DK).

There are many movie clips on the internet
that show the passage of lunar and solar
eclipses; here is one:
https://www.youtube.com/watch?v=KWvPQBT
vtfc

An informative glossary on solar eclipse
terminology can be found at:
http://cs.astronomy.com/asy/b/astronomy/arc
hive/2014/08/14/a-solar-eclipse-glossary.aspx

Information on upcoming lunar eclipses can be
found here:
http://www.moongiant.com/Lunar_Eclipse_Cal
endar.php
o
o
o
o

first umbral contact
second umbral contact
third umbral contact
fourth umbral contact.
Pupils study the appearance of the Moon
during partial and total lunar eclipses,
including the terms:
o
o
o
o
first umbral contact
second umbral contact
third umbral contact
fourth umbral contact.

Pupils draw diagrams to understand the
causes of lunar and solar eclipses.

Extension: Pupils might consider the
possibility of observing total solar eclipses
from other planets or their moons in the
Solar System.
© Pearson Education Ltd 2016
Maths
skills
Related practical
activities
 Observe a total
lunar eclipse,
noting the times
of first, second,
third and fourth
umbral contact.

Observe a partial
solar eclipse and
make a series of
drawings or take
a series of
photographs
showing its
progress.
33
GCSE Astronomy Scheme of Work
Week
34
Specification
points
3.5
3.6
3.7
Topic 3 The Earth-Sun-Moon system
3.2 Tides and precession
Exemplar activities
Exemplar resources


Find useful information in chapter 10 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

An excellent article on precession can be found
at:
http://www.astronomynotes.com/nakedeye/s6.
htm

Starter: Teacher asks the class to consider how
the Moon and Sun might combine to affect
Earth. Discussion about tides and precession of
the Earth’s axis. Teacher reminds pupils about
the inverse-square nature of gravitation.
Pupils study tides, including the relative effects
of the Sun and Moon in producing:
o
o
o
o
34
Maths
skills
Related
practical
activities
1a
5a
5b
5d
high tides
low tides
spring tides
neap tides.

Pupils study precession of the Earth’s axis and
in particular how it affects the locations of the
Sun, Moon and stars when observed from Earth.

Pupils study archaeoastronomy and why the
rate of precession of the Earth’s axis is
relatively slow.

Pupils complete worksheets containing datarelated questions on the precession of the
Earth’s axis.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
35
Specification
points
3.1
3.2
3.3
Topic 3 The Earth-Sun-Moon system
3.3 The Earth, Sun and Moon
Exemplar activities
Exemplar resources

Starter: Pupils write down the approximate relative
sizes of the Earth, Sun and Moon. Discussion about why
the Sun and Moon have the same apparent diameter
(30 arcmin) when observed from Earth.

Find useful information in chapter 10
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Pupils complete worksheets on the relative sizes of, and
distances between, the Earth, Sun and Moon.


Pupils complete worksheets on actual sizes of the
Earth, Sun and Moon, using the mean diameter of the
Sun as 1.4 × 106 km. Calculations involve using
standard form numbers and expressing answers using
an appropriate number of significant figures.
An interesting feature on the angular
sizes of the Moon and Sun can be
found at:
http://earthsky.org/space/coincidenc
e-that-sun-and-moon-seem-samesize
© Pearson Education Ltd 2016
Maths
skills
1b
1c
2f
Related practical
activities
35
GCSE Astronomy Scheme of Work
Week
36
Topic 3 The Earth-Sun-Moon system
3.4 Diameters and distances
Specification
Exemplar activities
points
3.3 a-e
 Starter: Teacher asks pupils to consider how
diameters and distances within the
Earth-Moon-Sun system might have been
established. Discussion.

Pupils study the observations and calculations of
the ancient Greeks Eratosthenes and Aristarchus
in determining the:
o
o
o
o
o

36
circumference and hence diameter of the
Earth
diameter of the Moon
distance to the Moon
distance to the Sun
diameter of the Sun.
Pupils complete worksheets involving calculations
on the relative and absolute sizes of, and
distances to, the Moon and Sun.
Exemplar resources

Find useful information in
chapter 10 of GCSE Astronomy –
A Guide for Pupils and Teachers
(5th ed.) by Marshall, N.
(Mickledore).

An illustrated summary of the
contributions by Eratosthenes
and Aristarchus can be found at:
https://sites.ualberta.ca/~pogos
yan/teaching/ASTRO_122/
lect11/lecture11.html

Carl Sagan gives a clear
explanation of how Eratosthenes
determined the circumference of
the Earth in this YouTube clip:
https://www.youtube.com/
watch?v=G8cbIWMv0rI
Maths
skills
1b
1c
3a
5a
5b
5c
Related practical activities

Observational task A4:
Estimate a celestial
property using drawings
of a celestial event (e.g.
observe an eclipse to
estimate the relative
sizes of the Earth and
Moon).

Observational task B4:
Measure a celestial
property using telescopic
drawings, measurements
or photographs of a
celestial event (e.g.
observe a Jovian satellite
to determine its orbital
period).
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
37
Specification
points
4.1
4.11
4.12
4.13
4.14
13.19
Topic 4 Time and the Earth-Moon-Sun cycles
4.1 Sidereal and synodic time
Exemplar activities
Exemplar resources

Starter: Teacher recaps the length of a sidereal
day and how it differs from a solar day.
Discussion as to the reason for this.

Pupils revise the variation in the annual motion
of the Sun in one year and the astronomical
significance of the equinoxes and solstices.
 Find useful information in
chapter 11 of GCSE
Astronomy – A Guide for
Pupils and Teachers (5th
ed.) by Marshall, N.
(Mickledore).

Pupils study why the times of sunrise and sunset
vary through the year and are different for
different (latitude) locations.

Pupils use star trail photographs and time
exposure information to determine the length of
a sidereal day. Pupils suggest how accurate and
precise values can be obtained.

Pupils study the relationship between sidereal
time and synodic (solar) time.
© Pearson Education Ltd 2016
Maths
skills
1c
4a
5a
5b
5c
Related practical activities
 Observational task B12:
Calculate the length of the
sidereal day using long-exposure
photographs of the area around
the celestial pole.
 Data on times of sunrise and
sunset for different locations
can be found at:
http://www.sunrisesunset.com/
37
GCSE Astronomy Scheme of Work
Week
38
Specification
points
4.9
4.10
38
Topic 4 Time and the Earth-Moon-Sun cycles
4.2 Lunar phases
Exemplar activities
Exemplar resources

Starter: Teacher gives groups of students 12
images of lunar phases on postcard-sized
cards and asks them to arrange them in
time sequence, starting at the ‘new’ phase.

Find useful information in chapter 11 of GCSE
Astronomy – A Guide for Pupils and Teachers (5th
ed.) by Marshall, N. (Mickledore).


Pupils study the difference between sidereal
months (27.3 days) and synodic months
(29.5 days), explaining why there is a 2.2day difference.
An interactive lunar phase calendar can be found at:
http://www.moonconnection.com/moon_phases_cale
ndar.phtml

Pupils complete worksheets on lunar phases,
sidereal months and synodic months.
Maths
skills
Related
practical
activities
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
39
Specification
points
4.2
4.3
4.4
4.5
4.6
Topic 4 Time and the Earth-Moon-Sun cycles
4.3 The Equation of Time
Exemplar activities
Exemplar resources

Pupils study Apparent Solar Time (AST) and how
it is determined by the Sun.

Find useful information in chapter 11 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Pupils study how the Mean Sun determines Mean
Solar Time (MST) and Local Mean Time (LMT).


Pupils research the Equation Of Time (EOT) and
how it is used to convert between AST and MST;
pupils study how and why the EOT varies
throughout the year.
Information regarding the EOT can be found at:
http://www.timeanddate.com/astronomy/equat
ion-of-time.html

Teachers and pupils might like to visit the
National Maritime Museum and Royal
Observatory (and other attractions) in
Greenwich, London; their website is:
http://www.rmg.co.uk/

Pupils study sources of information for the EOT
on a particular date, including:
o
o
o

Maths
skills
Related
practical
activities
3b
3c
3d
4a
analemma
table
graphical chart.
Pupils complete worksheet with questions
involving the EOT.
© Pearson Education Ltd 2016
39
GCSE Astronomy Scheme of Work
Week
40
Specification
points
4.7
4.8
Topic 4 Time and the Earth-Moon-Sun cycles
4.4 Sundials and shadow sticks
Exemplar activities
Exemplar resources

Practical activity: In groups, pupils set up
vertical shadow sticks and use a series of
shadows either side of local noon to determine
the time (GMT) of local noon.


Pupils study the structure and use of sundials.

40
Find useful information in
chapter 11 of GCSE
Astronomy – A Guide for
Pupils and Teachers (5th
ed.) by Marshall, N.
(Mickledore).
Maths
skills
1a
3b
4a
4b
Related practical activities

Observational task A10:
Assess the accuracy of a
sundial by completing a log of
sundial and clock times.

Use a sundial and a clock
(watch) to determine the
Equation Of Time on a series of
dates.

Use a shadow stick to
determine the time of local
noon using shadows.
A wealth of information on
sundials can be found at:
http://www.sundials.co.uk/
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
41
Specification
points
4.15
4.16
4.17
4.18
4.19
4.20
4.21
Topic 4 Time and the Earth-Moon-Sun cycles
4.5 Longitude and time zones
Exemplar activities
Exemplar resources

Starter: Teacher asks the class ‘It is x o-clock
now here in Xxxxxxx. What time is it in
America?’ Hopefully, pupils respond by giving an
earlier time (by 5-8 hours).


Pupils study the difference in local time for
observers at different longitudes.

Pupils study global time zones.

Pupils complete worksheets on time zones.

Pupils study the Prime Meridian (0° longitude)
and learn that at any point of the Prime
Meridian, Local Mean Time is defined as
Greenwich Mean Time (GMT).

Pupils study Universal Time (UT), as used by
astronomers, which is the same as GMT.

Pupils use shadow stick data (to determine the
time of local noon) and the Equation Of Time to
calculate their longitude.

Pupils study the principles of determining
longitude historically, including:
o
o
© Pearson Education Ltd 2016
Find useful information in
chapter 11 of GCSE
Astronomy – A Guide for
Pupils and Teachers (5th
ed.) by Marshall, N.
(Mickledore).
Maths
skills
1a
1c
3b
4a
5a
5b
Related practical activities

Observational task A9:
Determine longitude using a
shadow stick by measuring the
lengths of shadows around local
noon.
the lunar distance (astronomical) method
the horological method involving
Harrison’s marine chronometer.
41
GCSE Astronomy Scheme of Work
Week
42
Topic 12 Formation of planetary systems
12.1 Interactions
Specification
points
Exemplar activities
Exemplar resources
12.1 a-e

Starter: Teacher asks the pupils to write down some of the common
properties of planets and moons (reminding the pupils about the role
of gravitation in producing regular orbits), leading the discussion into
some of the more unusual and unique aspects of the Solar System.

Find useful information in
chapter 12 of GCSE
Astronomy – A Guide for
Pupils and Teachers (5th ed.)
by Marshall, N. (Mickledore).

Pupils research and identify the interactions of multiple bodies
producing:

Further useful information in
chapter 1 of The Planets by
Aderin-Pocock, M. et al (DK).
o
o
o

impact craters
changes to orbital motion and planetary orientations.
Pupils research and identify the effects of the solar wind, including:
o
o
o
42
Related
practical
activities
Pupils research and identify evidence for accidental collisions causing:
o
o

gradual shifts in orbit
chaotic motion
resonances and the significance of Lagrangian Points.
Maths
skills
structure of comets
planetary atmospheres
the heliosphere.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
43
Topic 12 Formation of planetary systems
12.2 Formation of planets and moons
Specification
points
Exemplar activities
Exemplar resources
12.2 a-b

Starter: Recapitulation of evidence found by
pupils on Week 42’s subject matter.

Find useful information in chapter 12 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Pupils study tidal gravitational forces and the
interaction between tidal gravitational forces
and elastic forces in determining whether a
large body that is too close to its primary
(within the Roche Limit)is broken apart.

Further useful information in chapter 1 of The
Planets by Aderin-Pocock, M. et al (DK).

An informative summary of the Roche Limit and
its effects can be found at:
http://www.universetoday.com/56538/rochelimit/

An interesting account of planetary ring systems
and their likely formation can be found at:
http://www.universetoday.com/77109/whichplanets-have-rings/

A short YouTube clip covering tidal heating can
be found at:
https://www.youtube.com/watch?v=U7NIms7Q
4C0

Pupils research and identify the operation of the
effects of tidal gravitational forces producing:
o
o
o

ring systems
asteroid belts
internal heating (e.g. on moons Io and
Enceladus).
Pupils study the interaction between
gravitational forces and elastic forces in
determining whether a body is spherical or
irregular in shape.
© Pearson Education Ltd 2016
Maths
skills
Related
practical
activities
43
GCSE Astronomy Scheme of Work
Week
44
Specification
points
12.2
12.3
44
Topic 12 Formation of planetary systems
12.3 Gas giants and planetary atmospheres
Exemplar activities

Starter: Teacher summarises the unusual features
of the Solar System studied in the last two sessions
(Weeks 42 and 43).

Pupils research the interaction between
gravitational and thermal factors in determining the
presence of an atmosphere on planets and their
moons.

Pupils study the main theories for the formation and
location of gas giants in planetary systems.
Exemplar resources

Find useful information in chapter 12
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Further useful information in
chapters 1 and 4 of The Planets by
Aderin-Pocock, M. et al (DK).
Maths
skills
Related practical
activities
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
45
Specification
points
12.4
Topic 12 Formation of planetary systems
12.4 Exoplanets
Exemplar activities
Exemplar resources

Starter: Teacher asks pupils to write down possible
ways in which they might detect the presence of
planets around a nearby star. Discussion.

Find useful information in chapter 12 of
GCSE Astronomy – A Guide for Pupils and
Teachers (5th ed.) by Marshall, N.
(Mickledore).

Pupils study methods for discovering systems of
exoplanets, including:

Further useful information in chapter 4 of
The Universe by Rees, M. et al (DK).

Sky & Telescope publish up-to-date news
on the discovery of exoplanets online at:
http://www.skyandtelescope.com/astrono
my-news/exoplanets/
o
o
o

transit method
astrometry
radial velocity method.
Plenary: Discussion about the limitations of each
method of detecting systems of exoplanets.
© Pearson Education Ltd 2016
Maths
skills
Related practical
activities
45
GCSE Astronomy Scheme of Work
Week
46
Specification
points
12.5 a-d
12.6
12.7
12.8
Topic 12 Formation of planetary systems
12.5 Extra-terrestrial life
Exemplar activities
Exemplar resources

Starter: Teacher asks class to write down the
essential ‘ingredients’ for life. Discussion.


Pupils research conditions on:
Find useful information in chapter 12 of
GCSE Astronomy – A Guide for Pupils and
Teachers (5th ed.) by Marshall, N.
(Mickledore).

Further useful information in chapter 2 of
The Universe by Rees, M. et al (DK).

There are some excellent videos, notes
and resources in the OU’s free online
Futurelearn course Moons. Sign up at:
https://www.futurelearn.com/courses/mo
ons/

The SETI Institute’s website is:
http://www.seti.org/

A good example of a ‘false’ SETI signal is
reported at:
http://earthsky.org/space/hd-164595signal-alien-civilization-seti
o
o
o
46
Titan
Europa
Enceladus.

Pupils study the possibility of life existing outside the
Solar System, taking into account the requirements
for life.

Pupils study Habitable (Goldilocks) Zones.

Pupils research the Drake Equation and list some of
its factors.

Pupils make reasonable estimates of some of the
factors in the Drake Equation.

Pupils research methods of searching for extraterrestrial life, including the search for extraterrestrial intelligence (SETI).

Plenary: Pupils discuss the benefits and dangers of
discovering extra-terrestrial life.
Maths
skills
Related
practical
activities
2a
2e
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
47
Specification
points
13.1
14.2
13.2
13.3
Topic 13 Exploring starlight
13.1 Magnitudes
Exemplar activities
Exemplar resources

Pupils study the magnitude scale and how
apparent magnitude relates to the
brightness of a star when viewed in the
night sky from Earth.


Pupils complete worksheets on magnitude
differences and brightness ratios.

Pupils study the Bayer system using Greek
letters to signify the brightest, second
brightest etc. stars in a constellation (noting
errors).

Pupils study absolute magnitude and the
distance modulus equation:

Find useful
information in
chapter 13 of GCSE
Astronomy – A
Guide for Pupils
and Teachers (5th
ed.) by Marshall,
N. (Mickledore).
Further useful
information in
chapter 4 of The
Universe by Rees,
M. et al (DK).
Maths
skills
1a
1c
1d
2c
3b
3c
3d
Related practical activities

Observational tasks A3 and B3: Using
reference stars, assess the accuracy of a
range of stellar magnitude estimates by
naked-eye observations (A3) or
photographs.

Observe the brightest stars in a constellation
with the naked eye; name them according to
the Bayer system (α, β, γ etc.) and compare
these with the ‘official’ names.
M = m + 5 – 5 log d.

Pupils perform and practise calculations
using the distance modulus formula to
determine m or M, noting that distance d is
in parsec (see 13.11). Note that unlike the
previous specification, d will not necessarily
be given as a power of 10.
© Pearson Education Ltd 2016
47
GCSE Astronomy Scheme of Work
Week
48
Specification
points
13.21
13.4
13.5
13.6
13.7
Topic 13 Exploring starlight
13.2 Spectroscopy and the H-R diagram
Exemplar activities
Exemplar resources

Teacher demonstrates dispersion of white light
using a prism and by a diffraction grating.


Pupils use diffraction gratings to study the
emission spectra of excited gases.
Find useful information in chapter 13 of
GCSE Astronomy – A Guide for Pupils and
Teachers (5th ed.) by Marshall, N.
(Mickledore).


Pupils study how astronomers split up light from
stars to form a continuous spectrum with
absorption lines.
Further useful information in chapter 4 of
The Universe by Rees, M. et al (DK).

Sky & Telescope publish an informative
article on spectroscopy:
http://www.skyandtelescope.com/astronomy
-equipment/the-spectral-types-of-stars/

Pupils study what information can be gathered
from spectral lines, including:
o
o
o
o
48
Related
practical
activities
chemical composition
temperature
radial velocity
stellar classification (OBAFGKM).

Pupils use data to produce a HR diagram of
absolute magnitude against spectral type.

Pupils study alternative axes (luminosity and
temperature) for the HR diagram.

Pupils locate the positions of:
o
o
o
o
o
Maths
skills
main sequence stars
the Sun
red and blue giant stars
white dwarfs
supergiants.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
49
Specification
points
13.9
13.10
13.11
13.12
13.13
Topic 13 Exploring starlight
13.3 Stellar distances
Exemplar activities
Exemplar resources

Starter: Pupils think about the reasons why stars
might have different brightnesses in the sky.
Discussion leads into thinking about the inversesquare law between distance and brightness/intensity
of light.

Find useful information in chapter
13 of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Pupils study small angles (minutes and seconds of
arc) and practise converting between these units.

Further useful information in
chapter 4 of The Universe by Rees,
M. et al (DK).

Teacher reminds pupils about the parsec and its use
by astronomers.

Pupils study the heliocentric parallax method of
determining distances to relatively nearby stars.

Pupils study how the HR diagram can be used to
determine distances to stars.
© Pearson Education Ltd 2016
Maths
skills
1a
1c
1e
2c
2d
4a
5b
Related practical
activities
49
GCSE Astronomy Scheme of Work
Week
50
Specification
points
13.14
13.15
13.16
13.17
13.18
Topic 13 Exploring starlight
13.4 Variable stars
Exemplar activities
Exemplar resources

Starter: Teacher asks pupils to consider
whether the magnitudes of stars are
constant or not. Discussion introduces the
concept of variable stars.


Pupils study the light curves of:
Find useful information in
chapter 13 of GCSE
Astronomy – A Guide for
Pupils and Teachers (5th
ed.) by Marshall, N.
(Mickledore).

Information on different
types of variable star can
be found at:
http://www.space.com/15
396-variable-stars.html
o
o
o
o
50
short/long period variables
eclipsing binary star
Cepheid variable star
novae and supernovae.

Pupils study eclipsing binary stars and plot
a typical light curve from data.

Pupils explain the cause of variability in an
eclipsing binary star and deduce the period
from its light curve.

Pupils study other gravitationally bound
stellar systems such as clusters

Pupils study Cepheid variables and how
their period is related to luminosity; pupils
go on to study how this allows stellar
distances to be determined.
Maths
skills
4a
Related practical activities

Observational tasks A7 and B7:
Estimate the period of a variable star
from a light curve produced by nakedeye estimates of magnitude (A7) or by
telescopic or photographic (B7)
estimates of magnitude.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
51
Specification
points
13.22
13.23
13.24
13.25
13.26
13.27
Topic 13 Exploring starlight
13.5 Radio telescopes
Exemplar activities
Exemplar resources


Find useful information in chapter 13 of
GCSE Astronomy – A Guide for Pupils and
Teachers (5th ed.) by Marshall, N.
(Mickledore).

The free A2-sized poster published by STFC,
Big Telescopes, contains information about
the Square Kilometre Array; further
information at: www.skatelescope.org.

More information on radio telescopes at:
http://www.jodrellbank.net/ and
https://www.mrao.cam.ac.uk/outreach/
Starter: Pupils study a chart showing the relative
penetration/absorption of electromagnetic
radiation at different wavelengths as it passes
through the Earth’s atmosphere. Pupils are asked
to identify any ‘windows’ in which the majority of
radiation reaches sea-level.

Pupils study the reasons why only optical and
radio telescopes are located at sea-level.

Pupils study the principles behind the operation of
a simple radio telescope.

Pupils are reminded of the factors affecting the
resolution of a telescope (aperture and
wavelength), and explain why radio telescopes
need extremely large apertures to maintain a
useful resolution.

Pupils study how multiple radio telescopes can
operate as an aperture synthesis system.

Pupils study how radio astronomy has been
important in:
o
o
o
o
© Pearson Education Ltd 2016
Maths
skills
Related
practical
activities
1c
4a
the discovery of quasars
the discovery of jets from black holes
deducing the structure of the Milky Way
discovering protoplanetary discs.
51
GCSE Astronomy Scheme of Work
Week
52
Specification
points
13.20
13.28
13.29
13.30
13.31
13.32
13.33
14.11
10.9
Topic 13 Exploring starlight
13.6 Observing in other wavelength regions
Exemplar activities
Exemplar resources


Find useful information in
chapter 13 of GCSE Astronomy –
A Guide for Pupils and Teachers
(5th ed.) by Marshall, N.
(Mickledore).

Posters and information on many
key space observatories can be
downloaded from STFC at:
http://www.stfc.ac.uk/publicengagement/for-schools/

http://mwmw.gsfc.nasa.gov/
shows how astronomers use
multiwavelength astronomy to
learn more about our Galaxy’s
structure.
Pupils study how modern astronomical observations are recorded:
o
o

Pupils study the detrimental effect of the Earth’s atmosphere on the
quality of images obtained from telescopes at sea-level, and the
advantages and disadvantages of space telescopes.

Pupils study the reasons for siting telescopes that operate outside
the radio and optical ‘windows’ above the Earth’s surface.

Pupils study infra-red astronomy: pupils study why some IR
telescopes can be sited on high locations on the Earth’s surface;
pupils also study how IR astronomy has been important in the
discovery of:
o
o
o


Related
practical
activities
protostars
dust and molecular clouds
hotspots on moons.
Pupils study UV, x-ray and gamma ray astronomy: pupils study
some of the discoveries made at these wavelengths, including:
o
o
o
52
digital sensors convert light into electrical signals
these are processed and stored as data files.
Maths
skills
gamma ray bursts
accretion discs around black holes
corona and chromosphere structure of young stars.
Pupils study the appearance of the Sun when observed in different
regions of the electromagnetic spectrum.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
53
Specification
points
14.1
Topic 14 Stellar evolution
14.1 Nebulae and clusters
Exemplar activities
Exemplar resources


Find useful information in chapter 14 of
GCSE Astronomy – A Guide for Pupils and
Teachers (5th ed.) by Marshall, N.
(Mickledore).

Posters of objects in the Messier Catalogue
are available to purchase at suitable retail
outlets:
http://messier.seds.org/xtra/poster.html

An informative article on Charles Messier
and his catalogue can be found at:
http://www.universetoday.com/30572/mes
sier-objects/

A detailed, but rather lengthy, article on the
revises NGC can be found at:
http://www.klimaluft.de/steinicke/ngcic/rev2000/Explan.htm
A research lesson in which pupils
examine and explore the objects
(nebulae, clusters and galaxies)
contained in:
o
o

the Messier Catalogue
the New General Catalogue.
(The appearance and structure of
different types of nebulae will provide a
major part of evidence for different
stages of the evolution of stars in this
module).
© Pearson Education Ltd 2016
Maths
skills
Related practical
activities
 Observational task
B11: Demonstrate the
range of objects in the
Messier Catalogue using
detailed drawings or
photographs.
53
GCSE Astronomy Scheme of Work
Week
54
Specification
points
14.3
14.4
14.5
14.9 a-f
Topic 14 Stellar evolution
14.2 Evolution of solar-mass stars
Exemplar activities

Starter: Teacher asks the pupils to write down what
they can remember about energy production in the
Sun.

Pupils study the interaction between radiation
pressure and gravity in a main sequence star.

Pupils study the changes in radiation pressure and
its effects when fusible nuclear fuel is depleted in a
solar-mass star.

Pupils study white dwarf stars and the balance
between electron pressure and gravity.

Pupils study the principal stages and timescales for
solar-mass stars, including:
o
o
o
o
o
o
54
Exemplar resources

Find useful information in chapter 14
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Further useful information in chapter
5 of The Universe by Rees, M. et al
(DK).
Maths
skills
Related practical
activities
emission and absorption nebulae
main sequence star
red giant
planetary nebula
white dwarf
black dwarf.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
55
Specification
points
14.6
14.7
14.8
14.10
Topic 15 Stellar evolution
14.3 Evolution of massive stars
Exemplar activities
Exemplar resources

Pupils study the changes in the radiation
pressure-gravity balance at different stages in the
evolution of a star with a mass much greater than
that of the Sun.

Find useful information in chapter 14
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Pupils study neutron stars and the balance between
neutron pressure and gravity.

Further useful information in chapter
5 of The Universe by Rees, M. et al
(DK).

Pupils study what effect the Chandrasekhar Limit
has on the final outcome of massive stars.

Pupils research and study the principal stages and
timescales of stellar evolution for stars of much
larger mass than the Sun, including:
o
o
o
o
o
o
o
© Pearson Education Ltd 2016
Maths
skills
3a
Related practical
activities
emission and absorption nebulae
main sequence star
red giant
white dwarf (in some cases)
supernova
neutron star
black hole.
55
GCSE Astronomy Scheme of Work
Week
56
Specification
points
13.8
Topic 14 Stellar evolution
14.4 Evolution on the H-R diagram
Exemplar activities
Exemplar resources

Starter: Teacher displays a version of the H-R diagram
without labels and asks pupils to label the axes with
different quantities. Discussion about the general
features of the H-R diagram.

Find useful information in chapter 14
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).

Pupils study how stages in the life cycles of stars relate
to positions on the H-R diagram, in particular for stars
with:

Further useful information in chapter
5 of The Universe by Rees, M. et al
(DK).
o
o
56
Maths
skills
Related practical
activities
a similar mass to that of the Sun
much greater masses than that of the Sun.
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
57
Specification
points
6.21
15.1
15.2
15.3
Topic 15 Our place in the Galaxy
15.1 The Milky Way
Exemplar activities
Exemplar resources

Starter: Teacher displays an image of the
Milky Way taken from Earth. Pupils write
down what the image shows.

Find useful information in chapter 15 of
GCSE Astronomy – A Guide for Pupils and
Teachers (5th ed.) by Marshall, N.
(Mickledore).

Pupils study and compare the appearance
of the Milky Way from Earth as seen with
the naked eye, binoculars and a small
telescope, understanding that they are
viewing some of the spiral arms ‘from the
inside’.

Further useful information in chapter 5 of
The Universe by Rees, M. et al (DK).

http://mwmw.gsfc.nasa.gov/ shows how
astronomers use multiwavelength
astronomy to learn more about our Galaxy’s
structure.

Pupils study the contents of the Milky Way
and the location of the Sun, dust, sites of
star formation and globular clusters.

Teacher-led discussion/revision on radio
astronomy; pupils study how 21-cm radio
waves are used by radio astronomers to
determine the structure and rotation of our
Galaxy.

Extension work: Observational tasks A8
or B8 (needs photographs) allow pupils to
compare the densities of stars in and out of
the plane of the Milky Way.
© Pearson Education Ltd 2016

http://news.nationalgeographic.com/2016/0
6/milky-way-space-science/ is a fine
example of an image of the Milky Way that
could be used in the lesson starter.
Maths
skills
Related practical
activities

Observational
tasks A8 and B8:
Compare stellar
densities in and
outside the plane of
the Milky Way using
naked-eye estimates
of numbers (A8) or
telescopic
measurements (B8).

Observe the Milky
Way with the naked
eye, binoculars and a
small telescope on
the same night;
compare its
appearance under the
different optical
instruments.
57
GCSE Astronomy Scheme of Work
Week
58
Specification
points
15.4
15.5 a-b
15.13
58
Topic 15 Our place in the Galaxy
15.2 Groupings of galaxies
Exemplar activities
Exemplar resources

Pupils study groupings of galaxies from small
scale (the Local Group) to large scale (clusters
and superclusters).

Find useful information in chapter 15 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Pupils suggest and then research the reasons
why galaxies are grouped in such ways.

Further useful information in chapter 6 of The
Universe by Rees, M. et al (DK).

An atlas listing galaxies in the Local Group can be
found here:
http://www.atlasoftheuniverse.com/galaxies.html

A rather ‘wordy’, but informative set of notes on
clusters and superclusters can be found at:
http://www.astronomynotes.com/galaxy/s9.htm
Maths
skills
Related
practical
activities
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
59
Specification
points
15.6 a-d
15.7
15.8
Topic 15 Our place in the Galaxy
15.3 Classification of galaxies
Exemplar activities
Exemplar resources


Find useful information in chapter 15 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Further useful information in chapter 6 of The
Universe by Rees, M. et al (DK).

Pupils can practise classifying distant
galaxies with the Galaxy Zoo project that is
part of the Zooniverse public research
platform:
https://www.zooniverse.org/projects

There are plenty of ‘Tuning Fork’ diagrams
at:
http://www.astronomynotes.com/galaxy/s9.
htm
Teacher introduces Hubble’s ‘Tuning Fork’ diagram
and introduces galactic types:
o
o
o
o
spiral
barred spiral
elliptical
irregular.

Pupils use the internet to ‘find’ images of all the
above types of galaxy; if printing is possible, some
could produce ‘Tuning Fork’ posters using their
own images.

Pupils discover that our own galaxy is a barred
spiral (SBb).
© Pearson Education Ltd 2016
Maths
skills
Related
practical
activities
59
GCSE Astronomy Scheme of Work
Week
60
Specification
points
15.9
15.10
15.11 a-c
15.12
15.14
Topic 15 Our place in the Galaxy
15.4 Active galaxies
Exemplar activities
Exemplar resources

Starter: Teacher suggests to the class that
galaxies emit more than just ‘starlight’. Teacher
asks for evidence for this suggestion to be true.
Discussion could involve observations of our
galaxy at radio wavelengths, multiwavelength
observations of the Sun etc.

Find useful information in chapter 15 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Further useful information in chapter 6 of The
Universe by Rees, M. et al (DK).
Pupils research active galaxies, including:

Information and ‘models’ of AGNs (with helpful
links to terminology) can be found at:
http://astronomy.swin.edu.au/cosmos/A/Active+
Galactic+Nuclei

o
o
o
60
Seyfert galaxies
Quasars
Blazars (BL Lacerta objects).

Pupils study the classic ‘model’ of an Active
Galactic Nucleus (AGN), including a supermassive black hole and ‘jets’.

Pupils research and study theories of formation
and evolution of galaxies.
Maths
skills
Related
practical
activities
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
61
Specification
points
16.1
16.2
16.3
16.4
Topic 16 Cosmology
16.1 Redshift
Exemplar activities
Exemplar resources

Starter: Teacher demonstrates the Doppler
Principle with sound waves and light waves.

Find useful information in chapter 16 of GCSE
Astronomy – A Guide for Pupils and Teachers
(5th ed.) by Marshall, N. (Mickledore).

Pupils study the redshift of galaxies outside the
Local Group in which spectral lines are shifted to
longer wavelengths.

Further useful information in chapter 2 of The
Universe by Rees, M. et al (DK).

Pupils study the cause of redshift in galaxies.


Pupils obtain data on the wavelengths of
common spectral lines observed by astronomers
from:
This short YouTube clip illustrates the Doppler
Principle using sound waves from a passing fire
engine:
https://www.youtube.com/watch?v=imoxDcn2
Sgo

This animation explains the Doppler Principle
using light:
https://www.youtube.com/watch?v=vDvIhiCna
tE
o
o
a light source at rest
a distant galaxy
…and use these to calculate the radial velocity of
the galaxy.

Pupils practise using the formula relating
redshift to redial velocity of the galaxy.

Pupils study the evidence to confirm the
discovery of an expanding Universe.
© Pearson Education Ltd 2016
Maths
skills
Related
practical
activities
1a
1b
2a
2c
3a
3b
3c
3d
4a
61
GCSE Astronomy Scheme of Work
Week
62
Specification
points
16.5
16.6
62
Topic 16 Cosmology
16.2 Hubble’s law
Exemplar activities
Exemplar resources

Starter: Pupils are shown a set of data
obtained by Hubble and asked to
suggest if there might be a connection
between redshift and distance.

Find useful information in chapter 16 of GCSE Astronomy –
A Guide for Pupils and Teachers (5th ed.) by Marshall, N.
(Mickledore).

Pupils are introduced to the unit of
distance used in Cosmology - the
megaparsec, where 1 Mpc = 106 pc.

Further useful information in chapter 2 of The Universe by
Rees, M. et al (DK).

Information on Hubble’s law and redshift data can be found
at:
http://starchild.gsfc.nasa.gov/docs/StarChild/questions/reds
hift.html

Pupils use data to plot a graph of radial
velocity against distance for distant
galaxies.

Pupils study Hubble’s law and deduce
the value of the Hubble constant from
the gradient of their v–d graph.

Pupils study how the value of the
Hubble constant can be used to
estimate the size and age of the
Universe.
Maths
skills
Related
practical
activities
1a
1b
1c
2c
3a
3b
3c
3d
4a
4b
4c
© Pearson Education Ltd 2016
GCSE Astronomy Scheme of Work
Week
63
Specification
points
16.7
16.8 a-c
16.9
16.12
Topic 16 Cosmology
16.3 The Big Bang
Exemplar activities
Exemplar resources


Find useful information in chapter 16 of
GCSE Astronomy – A Guide for Pupils
and Teachers (5th ed.) by Marshall, N.
(Mickledore).

Further useful information in chapter 2
of The Universe by Rees, M. et al (DK).

Further information on the Big Bang
(with links to related websites) can be
found at:
http://www.space.com/25126-bigbang-theory.html

Sources of evidence to support the Big
Bang theory can be obtained at:
http://www.astronomynotes.com/cosm
olgy/s7.htm

An interesting tour of the Hubble Deep
Field can be found at:
http://hubblesite.org/hubble_discoverie
s/hubble_deep_field/
Starter: Teacher asks the class to consider different
models or theories for the beginning of the Universe.
Responses are sure to include the ‘Big Bang’, and the
class are asked to consider the evidence for this. Again,
it is reasonable to assume that ‘the expansion of the
Universe’ will be suggested as supporting this model;
however, the teacher points out that the observed
expansion also supports other models.

Pupils study alternative models of the beginning of the
Universe, including the Steady State theory.

Pupils study the major evidence in support of the Big
Bang theory, including:
o
o
o

Pupils study the significance of fluctuations in the CMB
radiation for theories of the evolution of the Universe,
including discoveries from:
o
o

cosmic microwave background (CMB) radiation
quasars
Hubble Deep Field Image.
Maths
skills
Related
practical
activities
Wilkinson Microwave Anisotropy Probe (WMAP)
the Planck mission.
Pupils study the different future evolutionary paths
predicted by current models of the Universe.
© Pearson Education Ltd 2016
63
GCSE Astronomy Scheme of Work
Week
64
Specification
points
16.10
16.11
Topic 16 Cosmology
16.4 Dark matter and dark energy
Exemplar activities
Exemplar resources


Pupils undertake research and write a short report or
magazine article intended for general readership on:
o
o
o
64
the possible nature of dark matter and dark
energy
the cosmological significance of dark matter and
dark energy
the difficulties involved in the detection of dark
matter and dark energy.
Maths
skills
Related practical
activities
Find useful information in chapter 16
of GCSE Astronomy – A Guide for
Pupils and Teachers (5th ed.) by
Marshall, N. (Mickledore).
© Pearson Education Ltd 2016